High academic achievement begins with a deep professional commitment to understanding how children learn.
For more than 25 years, the school has been recognised nationally for its expertise in supporting pupils with dyslexia, dyspraxia, ADHD and other learning differences, and we are proud to hold CReSTeD accreditation. However, what distinguishes Clayesmore is that this expertise shapes teaching and learning across the entire school.
Our work is led by the Deputy Head Academic and the SENCO, supported by a specialist team able to assess pupils carefully and provide detailed guidance for teachers. All teaching and pastoral staff are trained not simply in what children need to learn, but in how children learn effectively. This influences lesson design, classroom routines, revision strategies and approaches to feedback across every subject.
Teachers use explicit instruction, carefully sequenced learning, retrieval practice, collaborative discussion and visual explanation to help pupils develop confidence and independence. The approaches which best support pupils with dyslexia, slower processing or concentration difficulties almost always are the same approaches that improve learning for everyone.
This understanding also shapes the school’s wider expectations and routines. We believe strongly in high standards, while recognising that memory, organisation, executive functioning and attention are skills which need to be taught and reinforced. Expectations remain high, but our responses are always thoughtful, proportionate and educational.
This approach enables a wide range of pupils to succeed. Recent leavers have progressed to Oxford to study Mathematics and English, while former pupils have gone on to complete doctorates at, among many other places, Warwick, Cambridge and Imperial College London.
